The object of the research

CHAPTER II - MAIN COMPONENTS OF LESSON PLAN IN TEACHING ENGLISH

1.1 Aim of the lesson plan

Firstly, you should give a clear idea of where you and the students are going; keeps a record of what you have done; is a helpful guide for anyone who has to take over the session; gives you a base from which to review your session; and provides the starting point for the next session. A lesson plan details the content and sequence of the lesson, so when developing learning tasks you will need to consider the following.²¹
How is this topic relevant for the students trying to provide too much content for the working memory 7 or perhaps even just 5 things is as much you can do in an hour's session I have always hated the idea of text books that just go on and on and on.' What is their prior knowledge, experience and/or skills? Some examples of methods to find out could be a quiz, a survey, or asking your students. ‘I’ve always tried not to make any assumptions about what the learners might know. I have always tried to teach so that ‘anyone can get in the door’.
My belief is that if you do that and do that well, then it is a revision for those who have already got it, as long as you don’t take too long over it and then they know that they know [it is like confirmation] that they have understood what was in the lecture. What must the students know, what should they know, and what could they know? Of all the content that is available, identifying the must know, should know, could know helps determine the priority of the learning task and the allocation of time within the lesson disappearing students.
One of things that I said that I had never thought to do was to actually write down the time it would take for the various parts of the session. I mean I did it mentally but to see it written down meant I could actually see the ways in which the time was planned which helped to make sure you made best use of your time.’ How have you moved from instruction only to include active learning? Have you planned learning tasks and set problems that will involve students in discovering and applying knowledge and skills for themselves? Your activity may be some well-structured questions to the whole group or small group activities. How will you build student skills and knowledge as they work towards achieving the outcomes? For example, an outcome of the unit is to make a formal presentation of a position paper. To build this skill you would include activities that give the students opportunities to practice speaking to the whole group. This could come about by them reporting back to the whole group from a small group’s response to an activity.
After completing your design of the learning tasks, consider if they align with your intended learning outcomes. This is called constructive alignment (Biggs & Tang, 2011) and is covered in more detail in Week 6 Curriculum design. Now that you have considered the critical elements for lesson planning by completing the initial learning design you are ready to devise a structured lesson plan. Here are several templates that you might use for that purpose. Planning for learning involves much more than deciding on the knowledge and skills that need to be presented. Teachers need to decide on how they will interact with students - from the way they introduce the topic to how they will ask questions, how they will use students' contributions and work with the diverse backgrounds of each student to create a learning environment in which this can happen. It includes making decisions about the structuring of the content around a series of tasks that allows the student to build their knowledge and skills and to be able to demonstrate the learning outcomes. Like most skills, the more you practice the better you will get, as long as you take the time to consider what has gone before and how that might impact what is to come!
Assessment
If required, assessment could take the form of a portfolio of lesson plans with a reflection of their effectiveness after a period of time or as you prepared their unit. Intakhab Alam Khan Elixir Social Studies.²²Introduction Planning in any field is always better as it assures better management and utilization of whatever resource available. It becomes more important when there are expected constrains on the way to achieving the pre-conceived objectives. Thus, a lesson planning is an inevitable activity in a Saudi English classroom as there is no denying the fact that the learners face a lot of problems while learning the target language-English.
Lesson Planning is a blue print that every effective teacher should use. Sometimes, teachers don’t prepare the same in black and white, yet some of them have a mental lesson plan ready for an effective teaching-learning activity.²³ Every one of us does planning even if the task is simple enough in order to anticipate difficulties and a possible evolution and application of compatible strategies. Lesson planning is a strategy for teaching a particular unit attempting to save time, energy and give the maximum output in a less time-period. It guides a teacher to the right path towards achievement of the pre-determined goals. Besides, it also helps a teacher to assess and evaluate himself for further application of techniques and strategies. In other words, lesson planning is a daily work for each class which a teacher is going to teach. Every good deed is in fact well planned out.
Thus, teaching should also be well thought and chalked. Lesson Plan is in one way a statement of the achieved to be made and the specific means by which these are to be achievement as a result of the activities. This definition tends to focus the teacher's attention upon outcomes or results in term of the pupil; definite processes and procedures with recognition of activity as the basis of learning; the pupil in the foreground and the teacher in the background as an instructor. A lesson plan is a teacher's detailed description of the teaching/learning activities for a specific lesson as a part of the unit. A daily lesson plan is designed by a teacher to follow written guidelines related to teaching/learning. The detail of the plan may vary from subject to subject; unit to unit and lesson to lesson. The lesson planner takes into account various aspects: the course, target group, learning resources etc. Many teachers recognize the need for some form of guide during the progress of the lesson. Usually, a new teacher finds the teaching hour extremely difficult for some reasons. Often an inexperienced teacher does not anticipate certain types of the difficulties in the target class. A good lesson plan is needed to take help from it in an adverse situation of the classroom. The main elements follow:
1. The plan should evince a clear understanding of the outcomes to be achieved,
2 The plan should definitely relate the lesson to the previous work for the course.
A good lesson plan should include the following:
1. Plan must be based on the outcomes.
2. It should relate to previous knowledge.
3. It should be organized with subject matter, resource material and teaching activities.
4. It should also focus on suitable strategies.
5 A good plan should include suitable evaluative approach.
6. It should consider future applicability of the lesson taught.
A good lesson planning should observe the following sub-aspects:
1. Well-formulated aims.
2. Sound approach.
3. Good summary.
4. Individual student in focus.
5. Inclusion of pertinent questions.
6. Inclusion of important illustrations
7. Review.
8. Content materials.
9. Motivation techniques.
10. Leadership techniques.
11. Evaluation techniques etc.²⁴
There are many aspects related to the process of 'Lesson Planning'. There are some stages of planning which a planner considers in most conditions. The number may vary but there are five popular stages. Characteristics of a well-developed lesson plan A well-developed lesson plan is based on the needs and levels of the target students. It derives certain well-known principles, practices, and theories of education / pedagogy. In other words, the lesson plan is benefitted by teacher’s philosophy, sociology, psychology of education that leads to an effective pedagogy. A lesson plan is not a simple exercise as it involves expertise, experience a qualification of the teacher concerned. Teacher’s background plays an important role is designing a lesson plan. The teacher may follow different educational principles such a behaviorism constructivism etc. Similarly, different learning theories such as trial-error conditioning theories by Skinner and Pavlov or insight theory by are very important to be considered while planning and teaching a lesson.²⁵